Daily Archives: 29 Aug, 2011

Monday, 29 Aug 2011

Topic to be covered in class
6

Active Reading Workshop

1) Response to Moodle Comments

2) Review of “Active Reading” Strategies (Greene & Lidinsky 29-50)

  • Why the Pen Is Mighter than the Highlighter
  • Word Choice (page 31)
  • Rhetoric (32)
  • Hirsch excerpt (33-36)
  • Analysis of Hirsch
    • situation (36)
    • purpose (36)
    • claims (37)
    • audience (38)
  • Provenzo’s Response to Hirsch (39-41)
  • Smith and Watson excerpt (42-45)
  • Sample Student Analysis (45-46)
  • Erhrenreich Excerpt (46-49)
  • About Writing an Analysis of Ehrenreich (49-50)

3) Group Discussion Questions for Tannen’s Essay

  • What factors contribute to whether you do or don’t decide to speak in class?
  • Once you have decided whether to speak or not, what factors contribute to whether you actually get to do what you’ve decided?
  • Are you more likely to wish that you had spoken up more frequently, or more likely to wish that you could be silent more frequently? Does your answer change under different conditions? (What about outside of class, with your family, or in the workplace?)
  • Discuss your answer to question 1 (top of page 350, “Given that Tannen…”). Find a specific passage in Tannen’s essay that helps you answer this question.
  • Discuss your answer to question 2 (top of page 350, “How would you describe…”) Find a specific passage in Tannen’s essay that helps you answer this question.

4) Passages Selected by Students

Somebody from each group, please post a comment with the page number and at least a summary of the passage you chose in your group; also, explain why you chose it.

 

 

Moodle response item
Tagged |
1

Reading 1-2

  1. Read the introduction to the collection of essays on the topic of “Education.” (pages 319-321)
  2. Skim pages 344-350. What is your initial reaction? How does this essay differ from a chapter in a textbook, or an article on a how-to website? Write a brief response (about 50 words).
  3. Read (pages 29-50), which are designed to help you develop the skill to reading carefully in order to engage with ideas (as opposed to reading quickly in order to get find “the right answer,” so you can stop reading).
  4. Using what you learned in pages 29-50, read pages 344-350, this time making a conscious effort to practice annotating and analyzing. Underline important passages, look up the definitions of unfamiliar words (your MacBook has a free dictionary — tap the F4 button), and “talk back” to the text by adding your own notes and asking your own questions. (I like to put a box around anything I think is important. I put a squiggly line under anything I find unconvincing, and I put question marks next to anything puzzling. Come up with your own system.)
    1. Identify 2-3 specific passages from Tannen’s essay that invoked a strong response from you. Was your response agreement? Disagreement? Recognition? Frustration? A personal memory? Quote the brief passage (with the page number) and describe your reaction to 2-3 specific passages (about 5o words).
    2. Setting aside for the moment of whether you agree with what says about gender and language, what is Tannen’s main point? How does she use the concept of “ritual opposition” in order to advance her position? (about 50 words)
    3. What else do you find noteworthy? What would you like to talk about, if called on in class? (50 words)

Submit your assignment by posting your answers into the Moodle exercise for reading 1-2, and respond to 2-4 peer comments, before class.